Proceedings of the - British Association for Applied Linguistics

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The Impact of Applied Linguistics: Proceedings of the 44th Annual Meeting of BAAL University of the West of England Jeff Bezemer, Ged Murtagh, Alexandra Cope, Gunther Kress & Roger Kneebone (2011b). “Scissors, Please” The Practical Accomplishment of Surgical Work in the Operating Theatre. Symbolic Interaction 34, 3, 398-414. Rick Iedema (2009). New approaches to researching patient safety. Social Science & Medicine 69(12): 1701-1704. Janet Maybin & Karin Tusting (2011). Linguistic Ethnography. In: James Simpson (ed), The Routledge Handbook of Applied Linguistics. Routledge, London (pp. 515-528). Marcus Svensson, Paul Luff & Christian Heath (2009). Embedding instruction in practice: contingency and collaboration during surgical training. Sociology of Health and Illness 31(6): 889-906. 30
8 Introduction 31 Are Complex Tenses Really Real? Martin Edwardes Re-thinking practices in language policy research: From ‘policy versus practice’ to ‘policy within practice’ Florence Bonacina-Pugh The University of Edinburgh florencebonacina@gmail.com As the field of language policy (LP) research has recently moved towards ethnography (e.g. McCarty, 2011), the study of actual language practices has become a central aspect of LP research. For instance, practices are analysed to see how policies are implemented or resisted on the ground. From this standpoint, practices are systematically analysed vis-à-vis the policy prescribed by language managers. This results in understanding practices as being separate from policy. In this paper I take a different stand and, building on Spolsky (2004), I argue that policy needs not be distinct from practice and that, in fact, there is a policy within practices; what I call elsewhere a ‘practiced language policy’ (see also Bonacina, 2010; Submitted). Data and context I draw on a corpus of interaction audio-recorded in an induction classroom for newly-arrived migrant children in France. In the French educational system, the LP is strictly French monolingual. In order to receive French language support, newcomers have to attend an induction classroom upon arrival. As a consequence, induction classrooms are highly heterogeneous contexts. In the target classroom, pupils were aged between six and twelve years old and spoke a total of eight different languages. Policy versus practice In the corpus under study, some instances of language choice and alternation acts can be interpreted with reference to the French monolingual LP prescribed by the educational system. Consider, for instance, extract 8.1 below (key transcription conventions can be found at the end of the paper):
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